Unit Plan 34 (PreK Science): Engineering Improvement Day
PreK engineering unit where children improve ramps, shelters, and shade structures by testing designs, finding problems, and making changes through play.
Focus: Improve earlier ramps, shelters, and shade structures by testing, noticing problems, and making changes.
Grade Level: PreK
Subject Area: Science (Engineering/Design • Play-Based Inquiry)
Total Unit Duration: 5 sessions (one week), 20–30 minutes per session
I. Introduction
In this wrap-up engineering unit, children revisit favorite builds from earlier weeks: ramps, shelters, and shade structures. They look closely at what worked well and what toppled, leaked, or didn’t block enough sun. Through guided play, they test, notice problems, and try new ideas to make their designs stronger or more useful. The week ends with a simple “Show & Tell Improvement Day” where children share a before/after build and talk about what they changed.
Essential Questions
- How can we fix or improve something we already built?
- What do we look for to see if a ramp, shelter, or shade structure is working well?
- How does testing and changing our design help it work better?
- How can we share our ideas and listen to others’ ideas about improving designs?
II. Objectives and Standards
Learning Objectives — Children will:
- Revisit and rebuild earlier designs (ramps, shelters, shade) using blocks, tubes, fabric, and other materials.
- Test their builds (roll objects, spray “rain,” shine light) and notice what works and what doesn’t.
- Use simple language (e.g., “too wobbly,” “needs more blocks,” “not enough shade”) to describe problems.
- Make changes to improve their design and try again (add supports, change angles, use more/less material).
- Share their improved design with peers, naming at least one change they made and why.
Standards Alignment — PreK (NGSS-based custom)
- PK-ETS1-2 — Build and test simple structures using a variety of materials.
- Example: Children rebuild a ramp or shelter using blocks, tubes, boxes, and cloth, then test it with toy cars, stuffed animals, or “rain.”
- PK-ETS1-3 — Make changes to improve a design after testing.
- Example: After a block bridge falls down, children add more blocks at the sides or make it shorter so it stays standing.
Success Criteria — Child-Friendly Language
- I can build and rebuild ramps, shelters, or shade places with my materials.
- I can test my design and say if it’s working or not working yet.
- I can tell a friend or teacher one change I made to make my build better.
- I can try again when my design falls or doesn’t work the first time.